Bridging the Gap Between Theory, Research and Practice, Volume 12: The Role of child Development Laboratory Programs in Early Childhood Education (Advances ... (Advances in Early Education and Day Care)

University-based child development laboratory programs have a long and rich history. Since their inception in the mid-1920's they have played a vital role in adding to our expanding knowledge base on child development and early childhood education. In addition to their instrumental functions in the generation of new knowledge, these programs have played significant roles in the professional development of future early childhood educators. Through a variety of mechanisms these programs provide students with opportunities to begin applying the theory and knowledge being presented in college courses to actual practice in working with programs serving young children and their families. In recent years campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general. The purpose of this volume is to present papers that identify emerging issues and challenges facing child development laboratory programs nationwide as they seek to solidify the roles they play within the child development and early childhood education fields. A goal of the volume is to present a collection of papers that can facilitate a dialogue among professionals on the ways in which child development laboratory programs can continue their important contributions toward the generation of new knowledge in child development and early childhood education, as well as support the professional development of students preparing for careers in these fields. University-based child development laboratory programs have a long and rich history. Since their inception in the mid-1920's they have played a vital role in adding to our expanding knowledge base on child development and early childhood education. In addition to their instrumental functions in the generation of new knowledge, these programs have played significant roles in the professional development of future early childhood educators. Through a variety of mechanisms these programs provide students with opportunities to begin applying the theory and knowledge being presented in college courses to actual practice in working with programs serving young children and their families. In recent years campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general. The purpose of this volume is to present papers that identify emerging issues and challenges facing child development laboratory programs nationwide as they seek to solidify the roles they play within the child development and early childhood education fields. A goal of the volume is to present a collection of papers that can facilitate a dialogue among professionals on the ways in which child development laboratory programs can continue their important contributions toward the generation of new knowledge in child development and early childhood education, as well as support the professional development of students preparing for careers in these fields cover.jpg......Page 1 sdarticle.pdf......Page 2 sdarticle_001.pdf......Page 4 sdarticle_002.pdf......Page 6 sdarticle_003.pdf......Page 7 THE EARLY HISTORY OF CHILD DEVELOPMENT LABORATORY PROGRAMS......Page 15 The Case for Historical Perspectives......Page 16 The Influence of G. Stanley Hall......Page 17 Emerging Structures for Supporting Child Study......Page 18 Dewey, Progressive Education, and Child Study......Page 19 Medicine, Child Welfare and Child Study......Page 20 Lawrence K. Frank......Page 21 CHILD DEVELOPMENT LABORATORY PROGRAMS - STORIES OVER TIME......Page 23 Merrill-Palmer Institute......Page 24 University of California-Berkeley Institute of Human Development......Page 28 Yale Child Study Center......Page 31 HISTORY AS PROLOGUE - WHERE HAVE WE BEEN AND WHERE ARE WE GOING?......Page 33 REFERENCES......Page 34 THE CHILDREN'S CENTER'S SURVIVAL BRINKMANSHIP, PERSISTENCE AND CREATIVITY......Page 36 Setting the Stage......Page 38 The Public Outcry......Page 39 Making Sense of Unfolding Events......Page 41 An Historical Perspective......Page 42 Surviving When Winds of Change Sweep Campus......Page 44 ACT TWO - SURVIVAL IN THE SHORT TERM......Page 46 ACT THREE - SURVIVAL AND SUSTAINABILITY......Page 48 Moving from Concept to Reality......Page 49 Breaking Ground - Planning for the Future......Page 51 EPILOGUE - ADVICE TO COMRADES PREPARING FOR BATTLE......Page 52 REFERENCES......Page 53 THE DILEMMA OF LINKING THEORY AND RESEARCH WITH PRACTICE AND INNOVATION IN CHILD DEVELOPMENT LABORATORY PROGRAMS......Page 55 INTRODUCTION......Page 56 HISTORY OF THE EARLY CHILDHOOD PROGRAM AND OVERVIEW OF THE SELF-STUDY......Page 58 Dissatisfaction Leading to the Self-Study......Page 59 Methods Used in the Self-Study......Page 61 Discontinuity between Student Coursework and Application......Page 62 Discontinuity Between Goals of the Academic Unit and Nursery School......Page 65 Discontinuity Between the Needs and Wants of Families and Services Provided......Page 66 Discontinuity Between Nursery School Curriculum, Best Practice, and Educational Innovation......Page 68 Summary......Page 70 RESTRUCTURING THE LABORATORY SCHOOL: STRUCTURAL CHANGES AND ARTICULATING THE MISSIONS......Page 71 Structural Changes......Page 72 Articulating the Lab School Missions......Page 73 Educating and Training Students......Page 74 Course Revisions......Page 75 Recognizing Contributions of Undergraduate Students......Page 77 Serve as a Site for Scientific Inquiry and Research......Page 78 Marketing the Research Program......Page 79 Centralized and Unobtrusive Data Collection......Page 80 Communicating the Research Mission......Page 81 Best Practice and Educational Innovation......Page 82 Defining the Curriculum......Page 83 Recognizing and Building on Present Innovations......Page 86 CONCLUSIONS......Page 88 ACKNOWLEDGMENTS......Page 89 REFERENCES......Page 90 AN INSIDE PERSPECTIVE OF PARADIGM SHIFTS IN CHILD DEVELOPMENT LABORATORY PROGRAMS: BRIDGING THEORY AND PROFESSIONAL PREPARATION......Page 92 A Brief History of the Virginia Tech Child Development Lab School......Page 93 The Need for Revitalization......Page 95 Re-examining our Goals, Strategies and Processes......Page 96 Philosophy and Curriculum......Page 97 Staffing Lab School Classrooms: Professional Teachers vs. Graduate Students......Page 99 Empowering Staff......Page 101 Promoting Teacher as Researcher......Page 103 Staff Re-configuration: Creating a Shared Leadership......Page 105 Parent Partnerships: Creating an Amiable School......Page 108 DEVELOPING A MODEL LAB SCHOOL PROGRAM: IMPLICATIONS FOR EARLY CHILDHOOD TEACHER EDUCATORS......Page 109 Staying Abreast of the Field and the University Agenda......Page 110 Teachers and Students as Partners......Page 111 Models for Teacher Preparation......Page 112 Models for Generating Knowledge......Page 113 REFERENCES......Page 114 INTRODUCTION......Page 115 HISTORY OF SCHOOL-AGE LABORATORY SCHOOLS......Page 116 THE PROFESSIONAL DEVELOPMENT SCHOOL MOVEMENT......Page 118 NATIONAL STANDARDS FOR PROFESSIONAL DEVELOPMENT SCHOOLS......Page 120 Historical Context......Page 121 Enrolling a Diverse Population of Children and Families......Page 123 Change Comes to the College of Education......Page 124 Inspirations for Collaboration and Inquiry......Page 125 BECOMING A LEARNING COMMUNITY......Page 127 Creating Organizational Structures to Support a Laboratory Learning Community......Page 128 Roles and Responsibilities......Page 129 Structures for Studying Together......Page 131 Changing the Way in which College Students are Assigned to the Lab School......Page 133 Story 1: Studio Day......Page 134 Story 2: Beginning the Year......Page 136 REFLECTING ON OUR PROGRESS......Page 137 ARE WE A PROFESSIONAL DEVELOPMENT SCHOOL?......Page 139 REFERENCES......Page 140 BRIDGING THE GAP THROUGH COMMUNITY COLLABORATION: AN EVOLVING ROLE FOR CHILD DEVELOPMENT LABORATORY PROGRAMS......Page 142 What are University-Community Partnerships and Collaborations?......Page 143 How......Page 144 COLLABORATION: CONGRUENCE WITH THE LAB SCHOOL MISSION AND FUNCTIONS......Page 147 The University of Rhode Island Child Development Centers......Page 149 Statewide Professional Development Activities......Page 150 Collaboration with the Public School System......Page 153 Collaboration with the Rhode Island Department of Education: looseness -1 The Rhode Island Early Childhood Summer Institutes......Page 154 Collaborations with Local Public School System: Two Examples......Page 155 Collaboration with Community Groups......Page 157 FUTURE DIRECTIONS......Page 159 REFERENCES......Page 162 FUNDING DILEMMAS: TOWARD SUSTAINABLE AND CREATIVE FINANCING IN CHILD DEVELOPMENT LABORATORY PROGRAMS......Page 165 INTRODUCTION......Page 166 Research......Page 167 Teaching......Page 168 Service......Page 170 ONE LABORATORY SCHOOL'S STORY......Page 172 Critical Appraisal of Tuition Costs......Page 173 Staffing......Page 174 Development Drive......Page 177 FOLLOW-UP AND LESSONS LEARNED......Page 178 REFERENCES......Page 180 THE CHANGING PROFILE OF TEACHING, RESEARCH AND OUTREACH ACTIVITIES IN LAB SCHOOL PROGRAMS......Page 181 INTRODUCTION......Page 182 Subjects......Page 185 Characteristics of CD Programs......Page 186 Responses to Open-Ended Questions......Page 188 DISCUSSION......Page 190 Administrative Oversight and Control......Page 193 Demands of Teachers From Lab-School Activity......Page 194 Physical Facilities......Page 195 Staffing Patterns and Turnover......Page 196 Sources of Revenue to Support Lab School Activities......Page 197 SUMMARY......Page 198 REFERENCES......Page 199 sdarticle_012.pdf......Page 201 sdarticle_013.pdf......Page 204 The three-fold mission of facilitating and supporting teaching, research, and outreach activities has guided the actions of university-based child development laboratory programs since their inception. In recent years, campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general. This book examines emerging issues and challenges facing child development laboratory programs nation-wide as they seek to solidify the roles they play within the child development and early childhood education field. Drawing upon the expertise of professionals working with such programs, each chapter presents a critical issue or problem related to the effective and productive functioning of child development laboratory programs and provides compelling evidence that such programs are viable and necessary on college and university campuses. The chapters are: (1) "Introduction to Volume 12: Bridging the Gap between Theory, Research and Practice" (Stuart Reifel); (2) "The Early History of Child Development Laboratory Programs" (Nancy E. Barbour); (3) "The Children's Center's Survival Brinkmanship, Persistence and Creativity" (Mac H. Brown and Nancy K. Freeman); (4) "The Dilemma of Linking Theory and Research with Practice and Innovation in Child Development Laboratory Programs" (Mellisa A. Clawson); (5) "An Inside Perspective of Paradigm Shifts in Child Development Laboratory Programs: Bridging Theory and Professional Preparation" (Andrew J. Stremmel, Lynn T. Hill, and Victoria R. Fu); (6) "Reconceptualizing the Child Development Laboratory School" (Carol Bersani and Pamela Hutchins); (7) "Bridging the Gap through Community Collaboration: An Evolving Role for Child Development Laboratory Programs" (Diane M. Horm and Susan D. G. Warford); (8) "Funding Dilemmas: Toward Sustainable and Creative Financing in Child Development Laboratory Programs" (Cheryl A. Wright); and (9) "The Changing Profile of Teaching, Research and Outreach Activities in Lab School Programs" (Brent McBride and Jennifer Baumgartner). Each chapter contains references. (KB) The edited papers that comprise this volume examine the emerging issues and challenges that are facing child development laboratory programs nationwide as they consolidate the roles they play within the child development and early childhood education fields